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Case studies of e-assessment practice

Case studies of e-assessment practice. ‘ e-assessment is pedagogically sound, learner-focused and accessible.’. Sarah Knight Programme Manager: Pedagogy and Innovation strands. e-Assessment in context.

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Case studies of e-assessment practice

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  1. Case studies of e-assessment practice ‘e-assessment is pedagogically sound, learner-focused and accessible.’ Sarah Knight Programme Manager: Pedagogy and Innovation strands

  2. e-Assessment in context • “assessment is one of the most powerful drivers of innovation and change in education, as it defines the goals for both learners and teachers’. • Towards a Unified e-Learning Strategy, DfES 2003

  3. JISC Priority areas • JISC activity in e-assessment covers diagnostic testing, formative and summative assessment; self-evaluation and peer assessment • Three areas for investigation: • Institutional issues: • organisation, management, implementation • Technical issues: • infrastructure, delivery, security • content design, presentation, item bank use • Pedagogical issues: • new opportunities for learning and teaching

  4. Focus of case studies • 15 Case studies from across the UK post-16 and HE sectors • Diagnostic, formative and summative assessment as well as self-evaluation/peer assessment • Explore the challenges and benefits of e-assessment • Pedagogical and institutional focus • Accessibility to be considered • Practitioner and learner feedback • Project team based at The Open University (Sept – March 06)

  5. How do people learn from case studies? • A case study should respond to key motivations of its readers • be persuaded that investment of time and money can be worthwhile • be reassured and advised about coping with an unfamiliar technology that may require lots of technical assistance • gather together a set of arguments and evidence that will help them persuade others in their institution to support and sustain innovative e-assessment initiatives. • A case study should be analytical rather than descriptive • understanding of new terms, concepts, technologies, assessment strategies • critical assessment of decisions or solutions and examining the evidence for effectiveness, for example by accessing different perspectives • application of new knowledge, for example by asking questions, imagining scenarios and speculating about possibilities • A case study should clearly illustrate a new pedagogical or institutional strategy or change in practice Agnes Kukulska-Hulme (The Open University)

  6. Further information s.knight@jisc.ac.uk and malcolm.batchelor@nottingham.ac.uk www.jisc.ac.uk/elearning_pedagogy.html www.jisc.ac.uk/elearning_innovation.htmlwww.jisc.ac.uk/elearningfocus eped-info@jiscmail.ac.uk

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